Assessment and Implications for Teaching Support for Children with Dyslexia Who Are Speakers of English as a Second Language (SASC Authorised)

An enduring question regarding language and literacy assessments in struggling readers/writers who are learning in a second or additional language, is how best to disentangle the possible causes of their difficulties. To what extent do these children’s weaker skills reflect insufficient command of the target language due to lesser exposure and practice, and to what extent might they signal underlying specific learning difficulties such as dyslexia? In this workshop, we will review the most recent research exploring these questions in bilingual and EL2 primary school-aged populations.